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1.
Recurve archery is an Olympic sport that requires extreme precision, upper body strength and endurance. The purpose of this research was to quantify how postural stability variables both pre- and post-arrow release, draw force, flight time, arrow length and clicker reaction time, collectively, impacted on the performance or scoring outcomes in elite recurve archery athletes. Thirty-nine elite-level recurve archers (23 male and 16 female; mean age?=?24.7?±?7.3 years) from four different countries volunteered to participate in this study prior to competing at a World Cup event. An AMTI force platform (1000Hz) was used to obtain centre of pressure (COP) measurements 1s prior to arrow release and 0.5s post-arrow release. High-speed footage (200Hz) allowed for calculation of arrow flight time and score. Results identified clicker reaction time, draw force and maximum sway speed as the variables that best predicted shot performance. Specifically, reduced clicker reaction time, greater bow draw force and reduced postural sway speed post-arrow release were predictors of higher scoring shots. It is suggested that future research should focus on investigating shoulder muscle tremors at full draw in relation to clicker reaction time, and the effect of upper body strength interventions (specifically targeting the musculature around the shoulder girdle) on performance in recurve archers. 相似文献
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Staples Kiri Klein Rhiannon Southwick Tosh Kinnear Lacia Geddes Carol Gingell Judy 《Tertiary Education and Management》2021,27(3):209-225
Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards... 相似文献
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Rhiannon Evans 《British Journal of Sociology of Education》2017,38(2):184-202
Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gendering strategies utilised by educational professionals during the course of their emotional pedagogy. Three strategies are considered: the overt coercion of girls to demonstrate their learning; the permission of boys’ passivity, with their docile bodies being indicated as a signifier of participation; and the restricting of occasions for emotional expression in accordance with perceived gender norms. Efforts to inculcate students with a gendered emotional subjectivity mean that differential learning opportunities are on offer, raising concerns about the introduction of new forms of gendered educational inequalities. 相似文献
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Rhiannon M. Fante Barbara R. Bucklin Lori Diener‐Ludwig Daniel B. Sundberg Alyce M. Dickinson 《Performance Improvement Quarterly》2016,29(3):287-305
The purpose of this study was to compare the effects of a traditional training program with a fluency‐building training program on the acquisition of automotive product knowledge in a lab setting. The effects were assessed by how accurately and quickly participants responded on a product‐knowledge test. Results indicated that participants who completed the fluency training responded faster and more accurately than control groups immediately after the study. However, the difference between the fluency group and the group that received study objectives disappeared when retention was assessed several weeks after training. The difference remained between these groups and a group that did not receive study objectives. The results were used to modify globally delivered training. This study extended previous studies by examining the effects of training designed to teach product knowledge to sales representatives in automotive dealerships and illustrates the benefits of collaboration between academic researchers and professional trainers. 相似文献
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Dale F. Hay Amy L. Paine Oliver Perra Kaye V. Cook Salim Hashmi Charlotte Robinson Victoria Kairis Rhiannon Slade 《Monographs of the Society for Research in Child Development》2021,86(2):7-103
Developmental theorists have made strong claims about the fundamental prosocial or aggressive nature of the human infant. However, only rarely have prosocial behavior and aggression been studied together in the same sample. We charted the parallel development of both behaviors from infancy to childhood in a British community sample, using a two-construct, multimethod longitudinal design. Data were drawn from the Cardiff Child Development Study (CCDS), a prospective longitudinal study of a volunteer sample of parents and their firstborn children. A sample of 332 mothers was recruited from National Health Service (NHS) prenatal clinics and general practice clinics in Wales, UK, between Fall of 2005 and Summer of 2007. Potential participants represented the full range of sociodemographic classifications of neighborhoods. Participating families were divided about equally between middle- and working-class families, were somewhat more likely to have sons than daughters, and the majority (90%) were in a stable partnership. In response to standard categories recommended for use in Wales at the time, the majority (93%) of mothers reported themselves as Welsh, Scottish, English, or Irish; most others named a European or South Asian nationality. Of the 332 families agreeing to participate, 321 mothers (Mage = 28 years) and 285 partners (Mage = 31 years) were interviewed during the pregnancy and 321 of the families contributed data at least once after the child's birth. After an initial home visit at 6 months, data collection occurred in four additional waves of testing when children's mean ages were approximately 1, 1.5, 2.5, and 7 years. Data collection alternated between family homes and Cardiff University. Of those families seen after the child's birth, 89% were assessed at the final wave of testing. Data collection ended in 2015. Methods included direct observation, experimental tasks, and collection of reports from mothers, fathers, other relatives or family friends, and classroom teachers. Interactions with a familiar peer were observed at 1.5 years. Interactions with unfamiliar peers took place during experimental birthday parties at 1 and 2.5 years. At 7 years, parents were interviewed, parents and teachers completed questionnaires, and the children engaged in cognitive and social decision-making tasks. Based on reports from parents and other informants who knew the children well, individual differences in both prosocial behavior and aggression were evident in children. Both types of behavior showed stability across the second and third years. The association between prosocial behavior and aggression changed over time: at 1.5 years, they were not significantly related (the association approached zero), but they became negatively correlated by 3 years. Different patterns were seen when children played with familiar versus unfamiliar peers. At 1.5 years, when children were observed at home with a familiar peer, prosocial behavior and aggression were unrelated, thus showing a pattern of results like that seen in the analysis of informants' reports. However, a different pattern emerged during the experimental birthday parties with unfamiliar peers: prosocial behavior and aggression were positively correlated at both 1 and 2.5 years, contributing to a general sociability factor at both ages. Gender differences in prosocial behavior were evident in informants' reports and were also evident at the 1-year (though not the 2.5-year) birthday parties. In contrast, gender differences in both prosocial behavior and aggression were evident by 7 years, both in children's aggressive decision-making and in their parents' and teachers' reports of children's aggressive behavior at home and school. By age 7, children's aggressive decision-making and behavior were inversely associated with their verbal skills, working memory, and emotional understanding. Some children had developed aggressive behavioral problems and callous-unemotional traits. A few (12%) met diagnostic criteria for conduct disorder or oppositional-defiant disorders, which had been predicted by early angry aggressiveness and lack of empathy for other people. Taken together, the findings revealed a gradual disaggregation of two ways in which children interact with other people. Individual differences in both prosocial behavior and aggression revealed continuity over time, with gender differences emerging first in prosocial behavior, then in aggression. Restrictions in the participant sample and the catchment area (e.g., all were first-time parents; all were drawn from a single region in the United Kingdom) mean that it is not possible to generalize findings broadly. It will be important to expand the study of prosocial behavior and aggression in other family and environmental contexts in future work. Learning more about early appearing individual differences in children's approaches to the social world may be useful for both educational and clinical practice. 相似文献
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At the heart of most performance management systems is a reward program. However, even when we are doing everything else right, rewards can go wrong. Here, we explore five ways that external incentives can damage performance, from destroying altruistic behavior to distracting people from the task. Fortunately, most of these downfalls are avoidable. While not every behavior is suitable for pay‐for‐performance, we can provide rewards that are rewarding, helping to encourage the behavior we value. 相似文献
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ABSTRACTThis study aimed to determine the influence of biological sex on intestinal injury, permeability, gastrointestinal symptoms, and systemic cytokine profile in response to exertional-heat stress. Male (n= 13) and eumenorrheic female (n= 11) endurance runners completed 2 h running at 60% V?O2max in 35°C. Blood samples were collected pre- and post-exercise and during recovery to determine plasma intestinal fatty-acid binding protein (I-FABP) and systemic cytokine profile. Urinary lactulose:L-rhamnose ratio was used to determine small intestine permeability. I-FABP increased 479% pre- to post-exercise (p< 0.001), with no difference between sexes (p= 0.432). No differences between sexes were observed for small intestine permeability (p= 0.808), gut discomfort, total, upper- and lower-gastrointestinal symptoms. However, males reported significantly higher flatulence (p= 0.049) and abdominal stitch (p= 0.025) compared to females. IL-6, IL-8, IL-10 and IL-1ra increased pre- to post-exercise (p< 0.05), with no difference between sexes. However, IL-1β increased post-exercise in males only, and was higher in males compared to females (p= 0.044). Findings suggest that when females are in the follicular phase of the menstrual cycle, biological sex has no effect on intestinal epithelial injury and permeability, and minimal effect on gastrointestinal symptoms and systemic cytokine profile in response to exertional-heat stress. 相似文献
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Jannath Begum Ali Rhiannon L. Thomas Stephanie Mullen Raymond Andrew J. Bremner 《Child development》2021,92(1):21-34
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previous findings of visual-tactile perceptual colocation on the hands in older infants. Control conditions excluded the possibility that both 6- (Experiment 1), and 4-month-olds (Experiment 2, n = 12) perceived colocation on the basis of an undifferentiated supramodal coding of spatial distance between stimuli. Bimodal perception of visual-tactile colocation is available by 4 months of age, that is, prior to the development of skilled reaching. 相似文献
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Aaron M. Kuntz Marni M. Presnall Maria Priola Amy Tilford Rhiannon Ward 《Educational Action Research》2013,21(1):42-58
This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher’s experience of agency and their ability to work creatively depended upon a clear articulation of structures and the identification of areas of flexibility and possibility. Further, participants endeavored to promote avenues for ongoing communication and collaboration between teachers and the principal with the view that creativity based in communication would sustain transformative dialogues in the school. 相似文献